According to the Standards for the Accreditation of Entry-Level Athletic Training Education Programs published by the Commission on Accreditation of Athletic Training

Education (CAATE), “the content of the curriculum must include formal instruction in the expanded subject matter as identified in the Athletic Training Educational Competencies. ” 1(pp9-10) The standards also require that didactic instruction include required subject matter with emphasis in structured classroom and laboratory experiences. Additionally the standards dictate that the clinical education plan follow and reinforce the sequence of formal classroom and psychomotor skill learning.1 In other words, the goal of clinical education is to develop and assess clinical proficiency based upon didactic instruction. An example illustrating the definition of psychomotor skill development and clinical proficiency was described by Knight2 who discussed the difference between the performance of simple diagnostic tests such as an ankle drawer test and a complex activity such as evaluating the ankle of a patient with unknown pathology. In other words, when demonstrating a descriptive clinical proficiency during